Les effets de la distance sur le discours de l'enseignant et le comportement des apprenants

Abstract : In this paper the authors reanalyse the results of three experiments on distance education. They use Moore’s notion of Transactional Distance (henceforth TD), in which the participants’ perception of distance no longer depends on spatial distance or the use of media, but rather on the three following features: course structure, instructional dialogue and students autonomy. We present the following three experiments, in which the situational variables are more and more controlled: 1) amphitheatre lecture vs. lecture at a distance, 2) amphitheatre lecture with slides vs. lecture at a distance with slides, 3) amphitheatre lecture vs. presentation of the same videotaped lecture. The purpose of these experiments is to highlight the effects of distance on two main dependent variables: teacher discourse and students behaviour. A main hypothesis is tested in this paper: the more controlled the various situational variables are, the more close the two compared teaching situations will be. The results of the studies confirm this hypothesis. In order to show differences among instructional situations, further experiments with more precise variables have to be made.
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Philippe Dessus, Pascal Marquet. Les effets de la distance sur le discours de l'enseignant et le comportement des apprenants. Distances et savoirs, Hermès Lavoisier, 2003, 1 (3), pp.337 - 360. ⟨http://ds.revuesonline.com/accueil.jsp⟩. ⟨10.3166/ds.1.337-360⟩. ⟨hal-01083076⟩



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